Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review
Abstract
:1. Introduction
2. Eco-Art
3. Materials and Methods
4. Results and Discussion
4.1. Environment Education
4.1.1. The Origins of Environmental Education
4.1.2. The Aims and Objectives of Environmental Education
- (1).
- Awareness: help students gain knowledge about environmental concerns and their issues and to enhance their readiness to consider and act on environmental problems;
- (2).
- Knowledge: enable students to gain an understanding of the workings of the world, how people interact with the environment, how environmental concerns emerge, and how they can be resolved;
- (3).
- Values and attitudes: allow students to experience the value of environmental assessment and encourage students to engage in programmes on environmental conservation;
- (4).
- Skills: train students to develop their skills to investigate environmental issues and to solve them;
- (5).
- Participation: enable students to engage in environmental conservation programmes by means of constructive acts. The aim is to help students look at the problem and find a solution from their own viewpoint (Hungerford and Volk, 1990: 8–9; Vreken and Rens, l997:14) [27].
4.1.3. The Importance of Environmental Education in Environmental Protection
- Increase focus on environmental issues and emphasis on operations;
- This leads to improving environmental knowledge and attitudes;
- This promotes the need to protect the environment by means of a teaching system focused on activities;
- This allows students to understand their biophysical climate;
- This aligns young people’s attitudes with current views (SACOL; 1999:18);
- Environmental education teaches students to avoid environmental practises such as deforestation, pollution, and damage to other living species [29].
4.1.4. Environmental Education through Teaching Environmental Concerns and Issues
4.1.5. The Teaching and Learning Approaches Used for Environmental Education
4.1.6. Advantages and the Student Performance of the Incorporation of Environmental Education
4.2. Art Education
- Help students across a range of artistic practises to explore, describe, and communicate their thoughts, feelings, and experiences;
- Allow students to develop their talents, techniques, and skills required to create and participate happily in various artistic structures;
- Encourage students to use creative thinking to view and solve problems;
- Construct an aesthetic experience;
- Strengthen the child’s environmental awareness.
4.2.1. The Visual Arts
4.2.2. Teaching and Learning Programmes for Art Education and the Environmental Education
- Seminars to improve environmental attitudes;
- Activities based on and viewing student findings in a responsible manner;
- Tests to measure the environmental and human measurements and to make major environmental adjustments (pp. 25–36).
4.3. Eco-Art Education
4.3.1. The Role of Eco-Art in Environmental Education
- (1).
- Positive, negative, or neutral;
- (2).
- Direct, indirect, or non-interactive;
- (3).
- True distance;
- (4).
- Real or absent.
4.3.2. Eco-Art in Nature
4.3.3. Ecological Art
4.3.4. Designing Successful Eco-Art Education Pedagogies
4.3.5. The Benefits and Students’ Outcomes of Integrating Eco-Art Education
4.4. Place-Based Education
4.4.1. Critical Place-Based Education and Place-Based Education
4.4.2. Students Developing a Connection for Nature and Place
4.4.3. Eco-Art Education Encouraging a Place-Ethic
4.4.4. Place-Based Pedagogy and Art Education
4.4.5. Eco-Art Education Related to Place-Based Pedagogy
4.4.6. Effectiveness of Place-Based in Eco-Art Education
4.4.7. Students’ Outcomes in an Eco-Art Place-Based Education Program
4.5. Empathy
4.5.1. Empathy with Nature
4.5.2. Empathy and Eco-Art Education
4.5.3. Empathy and Aesthetic Experience
4.6. Pro-Environmental Behaviour
4.6.1. Demographic Factors That Influence Environmental Behaviour
4.6.2. Promoting Pro-Environmental Behaviour among Students
4.6.3. Assessing Student’s Pro-Environmental Behaviour
4.6.4. Empathy and Environmental Behaviours
5. Conclusions
- Schools should offer opportunities to create a well-planned curriculum to highlight environmental issues;
- Leaders must develop educational proposals to motivate students to participate in creating a culture of sustainability. Schools must motivate students to maintain sustainable lifestyles. Here, in Mauritius, the government is motivating students to experience nature and has created some strategies to enhance young Mauritians’ environmental awareness [175,176,177];
- Educators should focus on place-based education to enhancing ecological systems;
- Eco-art education represents new paths, as this review demonstrated;
- We must encourage the participation of students in eco-art education curricula by determining the long-term effects of environmental goals;
- We need research aimed at identifying the role of teachers and students in an eco-art education curriculum.
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Stages | ||
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1 | Planning and objective | Identification of the research objective |
2 | Data collection | Searching review of papers Classification of the papers Obtaining preliminary findings |
3 | Analysis and interpretation | Key words Study of the research papers Creating descriptions |
4 | Presentation | Analysing and interpreting the results Presentation of results and conclusion |
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Sunassee, A.; Bokhoree, C.; Patrizio, A. Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review. Ecologies 2021, 2, 214-247. https://doi.org/10.3390/ecologies2020013
Sunassee A, Bokhoree C, Patrizio A. Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review. Ecologies. 2021; 2(2):214-247. https://doi.org/10.3390/ecologies2020013
Chicago/Turabian StyleSunassee, Asvina, Chandradeo Bokhoree, and Andrew Patrizio. 2021. "Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review" Ecologies 2, no. 2: 214-247. https://doi.org/10.3390/ecologies2020013
APA StyleSunassee, A., Bokhoree, C., & Patrizio, A. (2021). Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review. Ecologies, 2(2), 214-247. https://doi.org/10.3390/ecologies2020013